The project used multiple adaptive methods and teaching procedures to reinforce school mobility skills for seven severely handicapped secondary students. Student ambulation became more functional when present skills were reinforced by sequential teaching with daily practice. (CL)

Three trends in language/communication research and intervention are described along with suggestions for instructional applications with young and/or severely handicapped students: (1) simulation of natural language learning conditions, (2) attention to communication functions rather than form, and (3) training across activities. (CL)

Guidelines for objectively selecting nonverbal communication systems are based on careful examination of student characteristics and student performance data in an alternating treatments design. (CL)

Before teachers can productively implement individualized education programs for handicapped students, substantive IEP planning should occur at state and local levels. Impediments to IEP development should be identified and relationships among federal, state, and local agencies clarified. A paradigm is offered to help the teacher systematically…

A teacher recounts her handling of the deaths of two junior high students, summarizes five stages of death, and reviews children's perceptions of death at different ages. Suggestions for teaching terminally ill students are offered along with ideas for helping parents, handling a class after a death, and helping a student after a death in the…

The article discusses the value of teaching self-monitoring skills to students with mild behavior disorders and offers specific strategies for teaching them to use the process. Among procedures recommended are to define the behavior explicitly, simplify behavior counting and recording, and practice the process. (CL)

Asserting that inclusion of diverse children in schools is desirable, the article presents recommendations for instruction of heterogeneous groups. Suggestions center around such topics as class size, individualized instruction, multidimensional classrooms, student self-management, opportunities to respond and learn, a positive and accepting…

Physical education teachers can establish successful therapeutic exercise programs for mainstreamed handicapped students by involving peer helpers in a carefully designed program. (CL)

Predictable books--those that use repetitive, cumulative, or familiar sequences--can be effectively used in individual and group instruction with learning disabled students. (CL)

Suggestions are offered for educating teachers to plan, conduct, terminate, and follow-up conferences with parents of handicapped children. (CL)

Q-sort techniques can be used to verify and quantify the discrepancy between the way handicapped children see themselves and how they would like to be. Modifications of the approach may also be useful with parents, peers, or administrators. (CL)

The article describes learning activities and resource materials that may be helpful in helping preschool children develop positive attitudes toward handicapped children. (CL)

A case study illustrates ways in which creative drama activities can be modified to foster accessibility for students with hearing impairments, orthopedic disabilities, visual problems, learning disabilities, mental retardation, and behavior disorders. (CL)

The story frame approach, in which teachers construct frames that become the focus of children's discussions and written assignments, can help improve educable mentally retarded children's reading comprehension skills. (CL)

To help teachers ensure that spellng instruction for mainstreamed handicapped students is direct, comprehensive, student-oriented, varied, individualized, and based on research, the article poses 11 questions for analyzing spelling materials and practices. (CL)